summaries fiction and nonfiction texts

7/26/2019 Summaries Fiction and Nonfiction Texts

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SummaryofFiction and Non-Fiction TextWho?

What?When?Where?

Why?How?


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What does it mean to

Summarize?

Fountas and Pinnell remind us that as readers, we are constantly

extracting information from a piece of text and condensing that

information in some type of summary form. To summarize a piece of

text, a reader need not just recap the text after reading, though that is

indeed a needed skill. Readers must constantly engage in some sort of

ongoing interpretation of what they are reading, by putting together

what has been read so far as they continue to process the text. A reader

must be able to identify information while reading, extract thatinformation from the print, and form an ongoing synopsis of what it

means. The art of summarizing involves bringing all that information

in a concise form so that the reader then takes that information from

the text and makes it his own.

Ultimately, it is important to remember that summarizing is an in-the-

head strategy whose sole purpose is to help the reader comprehend

text. Even though students are required to write or select a good

summary on proficiency tests, we want the learner to be able to selectthe important ideas and carry them forward as tools of thought.

Fountas and Pinnell, 2001

Challenge of Summary:

Summary is a difficult skill for students for a variety of reasons. First,

the student must identify the genre generating a summary of

narrative text is different from summarizing expository text. Second,

the student must be able to discriminate between trivial details andimportant ideas. Good summaries do not have many trivial details.

Finally, if the passage being summarized is narrative, then the student

must identify information that is important to the plot. And if the

passage is expository, the student must identify information that is

important to the topic.


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Summary in the TEKSStudents in 3rdgrade areexpected to:

Students in 4thgrade areexpected to:

Students in 4thgrade areexpected to:

Fig. 19 (E) summarize information

in text, maintaining meaning and

logical order

Fig. 19 (E) summarize

information in text, maintaining

meaning and logical order

Fig. 19 (E) summarize and

paraphrase texts in ways that

maintain meaning and logical

order within a text and across

texts

Note: Please don't be confused by the TEKS for Theme and Genre which state:Students in 3rd grade are

expected to:

Students in 4th grade are

expected to:

Students in 4th grade are

expected to:5(A) paraphrase the themes and

supporting details of fables,legends, myths, or stories;

3(A) summarizeand explain the

lesson or message of a work offiction as its theme;

3(L3) summarizeand explain the

lesson or message of a work offiction as its theme;

Or the TEKS for Sequence of Events which state:8(A) sequence and summarizethe

plot's main events and explain theirinfluence on future events;

6(A) sequence and summarizetheplot's main events and explain theirinfluence on future events;

6(A) describe incidents thatadvance the story or novel,explaining how each incident givesrise to or foreshadows future

events;

Or the TEKS for Main Idea which state:13(A) identify the details or facts

that support the main idea;

11(A) summarizethe main ideaand supporting details in text in

ways that maintain meaning;

11(A) summarizethe main ideasand supporting details in a text in

ways that maintain meaning and

logical order;

The word Summaryor Summarizeis found throughout the TEKS. It is confusing tostudents, however, when strategies for summarization are taught at the same time asstrategies for Main Idea, Sequence of Events, or Theme. Summarizing fiction and non-fiction text needs to be taught explicitly, and students should be able to clearly describehow to create a summary, what a good summary is, and how summary is different from(for example) main idea.


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Teaching Summarization

with Narrative Text

Learning Intentions:o To extract the important elements from a piece of text for the purpose

of comprehending that text.

o To reduce large pieces of text into the bare essentials including the gist,the key ideas, and the main points worth remembering.

o To authentically construct a short paragraph that includes the mainideas of the text.

Lesson 1: Somebody-Wanted-But-So-Then Strategy (for

Narrative Text):

Materials: Previously read text or familiar class text

Teacher completed summary on an overhead or chart Chart paper for posting

Multiple copies of a short piece of text

Overview: The strategy "Somebody-Wanted-But-So-Then" is

used to help students understand plot elements such as conflictsand resolutions. It can be used as a during reading or after

reading strategy. Student can complete a chart or graphic

organizer that identifies the character, the goal of the character,

what problems or conflicts that are being faced, and what the

resolution of the conflict is.

Suggested Teaching Strategies:

1. Teacher selects a piece of text that has previously been read with theclass or one with which the class is most familiar.

2. Teacher models the SWBST strategy on a chart or an overhead anduses the information to write a summary of the text.


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3. Students analyze what makes it a summary and discuss as a wholegroup. Teacher begins a criteria chart that is posted for all to use.

For example:

(A point to be made should include that an authors message can bewritten in a short paragraph form of 3-5 sentences.)

4. Teacher then selects a piece of text to be read in a shared readingformat. (Begin the process with short texts (perhaps a legend or

fable) that do not have too many details and are fairly easy to

summarize, say Fountas and Pinnell).

5. Work together as a class to create a group summary, selecting anddeleting details. Compare the work to the criteria chart to check for

correctness.

6. Leave the work posted so that students have a model to refer to forfuture work.

Strategy for Narrative Summary:Somebody (identify the character(s)Wanted (describe the characters goal)But (describe a conflict that hinders the character)So (describe how the character reacts to theconflict)

Then (describe the resolution of the conflict

*Remember to focus on information that is most

significant.

Estrategia para resumir relatos:Alguien (identifica al personaje)Quera (describe el objectivo del personaje)Pero (describe un conflicto que impida alpersonaje)

As que (describe cmo el personaje reacciona alconflicto)

Luego (describe la resolucin del conflicto)

*Acurdate de centrarte en la informacin msimportante.


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Examples:

Somebody Wanted But So Then

The Big Bad Wolf Pigs for dinner They hid in thebrick house.

He went hungry. The pigscelebrated.

Anne Frank To hide from the

Nazis

Someone turned

her in

She died in a

concentrationcamp.

Her story was

shared with theworld.Adolf Hitler To control all of

EuropeThe Allies fought

against himHe killed himself

when Germany wasdefeated.

The Allies won thewar.

ChristopherColumbus

To sail to India tobuy spices

He ran into theCaribbean Islands

He claimed thearea for Spain.

Europeans began tosettle the "New

World"Thomas Edison To invent the

incandescentlightbulb

His lightbulbblackened (theEdison effect)

It later led to theelectron tube

The electronicsindustry was born

Stephen Hawking To be amathematician

His father wantedhim to be a chemist

He combinedscience and math tostudy black holes in

the universe.

He became one ofthe most respected

physicists in theworld.

Alguien Quera Pero As que Entonces

El Lobo Feroz Comerse a loscerditos

Se escondieron enla casa de ladrillo

Se qued conhambre.

Los cerditosfestejaron.

Ana Frank Esconderse de los

Nazis

Alguien la entreg a

las autoridades

Muri en un campo

de concentracin.

Su historia fue

compartida contodo el mundo.Adolf Hitler Quera controlar

toda EuropaLos Aliados

lucharon contra lSe suicid cuando

Alemania fuederrotada.

Los Aliados ganaronla guerra.

Cristbal Coln Navegar a la Indiapara comprar

especias

Dio con las Islasdel Caribe

Reclam el reapara Espaa.

Los europeosempezaron a

colonizar el NuevoMundo.

Thomas Edison Inventar la lmparaincandescente

Su bombilla seoscureca (el

efecto Edison)

Luego condujo altubo de electrones,

que es la base de laindustria

electrnica.

Naci la industriaelectrnica.

Stephen Hawking Ser matemtico Su padre quera quefuese qumico

l uni la ciencia yla matemtica paraestudiar agujeros

negros en eluniverso.

Se convirti en unode los fsicos ms

respetados delmundo.


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Narrative Summary

Somebody Wanted/Needed But So Then

Prove It!Detail:

Detail:

Detail:

Three to five sentence summary


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Resumen Narrativo

alguien quera/necesitaba

pero as que entonces

ComprubaloDetalle:

Detalle:

Detalle:

Resumen de 3 - 5 oraciones


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Lesson 2: Plot Diagram Strategy (for Narrative Text)

Materials: Previously read text or familiar class text (copies available to the

students) Teacher completed summary on an overhead or chart

Chart paper for posting Plot Diagrams

Overview: The Plot Diagram strategy is aligned with the new (2009)TEKS in that it focuses on summaries that maintain logical progression,

and can also be used to emphasize how characters respond to situationsand change over time. The Plot Diagram begins with a graphic organizer

that students fill out inserting relevant details from the story. Then thestudents use that graphic organizer to actually write a coherent summary ofthe story.

Suggested Teaching Strategy:1. After reading aloud a short, narrative passage of text, the teacher modelsthe Plot Diagram strategy using the plot graphic organizer. The teacherfills in the graphic organizer, and then works with the students to transfer

the information from the graphic into a good summary.

Those resources are kept available for the students to refer to as an Anchor

of Support.

2. The next day, after reading aloud a short, narrative passage of text, theteacher divides the students into small groups. The students work withchart paper to create a Plot Diagram graphic, and then to transfer the

information from the graphic into a good summary. The students thenpresent their summary to the class.

3. The next day, students are given simple leveled readers to read. Thenthey transfer the information from the short, narrative text into the graphic

organizer, and finally into a summary.


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SamplePlot Diagram:

Summary:Three little pigs decided to build houses. The first built his house of straw, the

second built his house of sticks, and the third little pig built his house of bricks.A big bad wolf came along, and he was hungry. He wanted to eat the little pigs.First he blew down the house of straw, and that pig ran to the house of sticks.Then the wolf blew down the house of sticks, and the two pigs ran to the houseof bricks. The wolf tried to blow down the house of bricks, but it was too strong.The three little pigs were safe in the house of bricks. They danced aroundsinging, "Who's afraid of the big, bad, wolf?"

Characters & Setting

Three little Pigs and the BigBad Wolf at the pig's houses.

How does the story Begin?The three little pigsdecide to build their

houses out of straw,sticks, and bricks.

What's the Problem?The wolf is hungry and hewants to eat the pigs. He blows down thehouse of straw, and he blows down the house ofsticks. Those pigs run and hide in the house of

bricks.

What's the Resolution?The wolf can't blowdown the house ofbricks. It's too strong.The pigs are safe in thehouse of bricks, andthey are very happy.


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Plot Diagram Summary

Summary:

Characters & Setting

How does the story Begin?

What's the Problem?

What's the Resolution?


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Teaching Summarization

with Nonfiction TextOverview: The reporters formula strategy: Who, Did What,When, Where, Why (sometimes How)? is used to help students

understand summarization of nonfiction text. It can be used as a

during reading or after reading strategy. Student can

complete a chart or graphic organizer that identifies the main idea

and important details of a piece of nonfiction text.

Follow the same lesson procedures as written for narrative

summary. A criteria chart will be developed with the students

and might look like this:

See graphic organizer charts that follow. These can be enlarged, laminated andposted in classrooms for student reference.

Strategy for Nonfiction Summary:

Who/What is the passage mostly about?

(topic or subject)What is important about the topic orsubject?

When does this take place?Wheredoes this take place?Why is the topic or subject important?

How does this occur?

Estrategia para resumir no ficcin:

De quin (o de qu)trata

principalmente el texto? (tema o asunto)Qu es lo importante del tema o asunto?Cundosucede esto?Dnde sucede esto?Por qu es importante el tema o asunto?Cmo sucede esto?


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Summary for Non-FictionTitle:

Who/What is the most important subject in this passage/article?

Whatis important about that subject?

When does/did this take place?

Where does this take place?

Whyis the subject important?

How does/did this occur?

Write a 3 - 5 sentence summary.


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Resumen expositivoTtulo:

quien-Hay algn tema importante en este pasaje?

que-Qu es lo mas importante del tema?

cundo-Cundo ocurri esto?

dnde-Dnde ocurri esto?

por qu-Por qu es importante el tema?

cmo-Cmo ocurri esto?

Resumen de dos o tres oraciones


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Example Anchor Chart

Using the Reporters Formula to Summarize Non-Fiction

Who/What

is most important?

What

is m ost imp ortant

ab ou t them?

Where

Did this occur?

WhenDid this occur?

Why

Is the sub jec t

impor tant?

How

Did this occur?

Our Summ a ry :


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Example Anchor Chart

Usando la frmula periodstica Para resumen

de No ficcin

De quin o de

qu

se trata

principalmente el

texto?

Qu

es lo importante del

tema o asunto?

Cundo

sucede esto?

Dnde

sucede esto?

Por qu

es importante el

tema o asunto?

Cmo

sucede esto?

Resum en:


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Summary

Stems Which is the best summary of this selection?

Read the first sentence of the summary below:

_______________________________________________________

Which of the following completes the summary

above?

Fiction

Teach:

Somebody, Wanted, But, So, Then

Plot Diagram

Emphasize: Not toomany details, andmust describe the

plot of the story.

Non-Fiction

Teach:

Reporters Formula

WHO/WHAT is the mostimportant subject?

_______ WHAT is most important

about?

WHERE did this occur?

WHEN did this occur? WHY is subject

important? HOW did this occur?

Sts write summary using reporters


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formula and match their summary

to the choices.

ResumenEjemplos de STAAR

Cul es el mejor resumen de este artculo?

Lee la primera oracin del siguiente resumen:

_______________________________________________________

Cul par de oraciones termina mejor el resumen?

Ficcin

Ensee:

Alguien, Quera, Pero, As que, Luego

*Sin detalles*

No ficcin

Ensee:

la frmula periodstica

De quin (o de qu)trata principalmenteel texto?

Qu es lo importante del tema o asunto?Cundosucede esto?Dnde sucede esto?Por qu es importante el tema o asunto?Cmo sucede esto?

Los estudiantes escriben un

resumen que utiliza la frmula

periodstica y relacionan su

resumen con las opciones.


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Summary FramesFrom Bobb Darnell, Ed.D. [email protected] 9/05

Summary Frames are Powerful Tools for Teaching Independent Reading, Thinking and

Writing. They give the student some structure to support their writing, and help students to

see that summaries can come in a lot of forms. Obviously, a narrative summary would be

different from an expository summary. But even within a genre a summary focusing on asequence of events would be different from a summary focusing on problems and solutions.

Too often our students think that a summary has information from the beginning, middle, andend of the story. That's often true, but a GOOD summary is concise and focuses on the

relevant information, including important details, but omitting less important information.

Practice with Summary Frames can help students understand that the qualities of a GOODsummary depend upon the information the author of the summary wants to emphasize.

Sequence Summary Frame

In order to __________ you must follow several steps.

First, _____________________.Then, ____________________.

Next, _____________________.

Finally, ___________________.

Chronological Summary Frame

____________has a specific order.At the beginning _______________..After that, _____________________.

Then, ____________________.

Next, _____________________.The, ____________ ended when ____________________.

Compare-Contrast Summary Frame______________ and _____________ are alike and are different in several ways.

First, they are alike because __________ but they are different _________.

Secondly, ______ is ________ while ________ is __________.Finally, _______ and ________ are alike because _______________.

But, they are different because ___________.


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Problem-Solution Summary Frame

The problem began when __________.

The ___________ tried to __________.

After that, ________________.Then, __________________

The problem was finally resolved when _______________.

Definition/Word Meaning Summary Frame

The word/concept __________ is important to (subject) _____________.

It relates to (category or big idea it belongs to) ___________.One main characteristic of (word/concept) is _______.

Another key characteristic/element is _____________.

An example of this word/concept is _________.

Main Idea/Details Summary Frame

The main idea of this passage is ________________________.One fact or example that supports this main idea is _____________________.

Another fact or example that supports this main point is _________________.

In addition, ____________________.

Finally, ________________________ illustrates that (main idea) _______________________.

Cause/Effect Summary Frame

In order to understand the (effect/result) _________________ you must identify the causes.

The first cause of (effect/result)_______ is _________________.

Secondly, ____________________ was another cause of (effect/result) ___________.A third cause of (effect/result)_______ is __________.

It is clear that (effect/result)__________ has a number of contributing causes.


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Character Trait Analysis Summary Frame

A significant personality characteristic of (character name) ___________ in the

(book/story/passage) _______________ is that he/she was (characteristic)

_________________.The first incident where/way that the character demonstrates (characteristic) __________ was

________________.

A second incident where/way that the character demonstrates this trait was

________________,(Character) ________________also shows this trait when he/she _______________.

Finally, (character) __________ shows that he/she is (characteristic) _______ when

_____________.It is clear that (characteristic) _________________ makes (character) _________ an (choose

one -- interesting, fascinating, important, etc) character in (book/story)

____________________.

Conclusion/Generalization Summary FrameA person can conclude that _____________.The first reason for/evidence that (conclusion/generalization) _____________ is

__________________.

A second reason for/evidence that (conclusion/generalization) _____________ is__________________.

Yet another example that, (conclusion/generalization) _______________ is

___________________.

There is no question then that (conclusion/generalization ______________________.


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Questions that Evoke Conversation

Summary

What point is the author trying to make?

What are the important ideas in this article? (expository)

What elements of story does the author use? (narrative)

How would you retell the authors message in 2-3 sentences?

Questions that Evoke Conversation

Summary

What point is the author trying to make?

What are the important ideas in this article? (expository)

What elements of story does the author use? (narrative)

How would you retell the authors message in 2-3 sentences?


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Colocar esta copia en la mesa de lectura guiada.

Preguntas para promover la conversacin

Resumen

Cul es el punto que el autor intenta comunicar?

Cules son las ideas importantes en este artculo? (expositivo)

Qu elementos del cuento usa el autor? (narrativa)

Cmo volveras a decir el mensaje del autor en 2 o 3oraciones?

Preguntas para promover la conversacin

Resumen

Cul es el punto que el autor intenta comunicar?

Cules son las ideas importantes en este artculo? (expositivo)

Qu elementos del cuento usa el autor? (narrativa)

Cmo volveras a decir el mensaje del autor en 2 o 3

oraciones?


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Colocar esta copia en el proyector.

Summary Narrative



_______________________________________________________


above?

Strategy

SWBSTPlot Diagram

*No Details


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Resumen

preguntas de la prueba Cul es el mejor resumen de este artculo?


_______________________________________________________


Estrategias

A,Q,P,A,ETrama Diagrama

*No Detalles


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Summary Expository



_______________________________________________________


above?

Strategy

WWWWW(H)*No Details


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Resumen

preguntas de la prueba Cul es el mejor resumen de este artculo?


_______________________________________________________


Estrategias

WWWWW(H)*No Detalles


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Examples of Summary

Questions on Tests:1. Which is the best summary of this article?

A Four men set out to find a sunken steamboat by studying historical records. After much workthey found and dug out the Arabia, which was buried under a cornfield near the Missouri River.The men opened a museum to display the historical treasure of old clothing, dishes, perfume,and other objects.

B While trying to find sunken treasure, four men learned about steamboats on the Missouri River.They decided to search for the Arabia and located it under a cornfield. More than a yearpassed before the men could begin digging up the steamboat and its treasure.

C Searching for sunken treasure takes much time and effort. Four men began looking for asteamboat by studying newspaper articles. They also used old maps and surveys that helpedthem find the steamboat Arabia, which had sunk in the Missouri River.

D Four men found the sunken steamboat Arabia under a cornfield near the Missouri River. Themen worked long hours to remove wonderful objects, including old clothes, eyeglasses, dishes,

and food, from the ship. The men learned how to keep the treasures from decaying.


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2. Read the first part of the summary below. Then answer the question.

Which best completes the summary above?

The boys wear the same kind of shirt but different kinds of pants.Mistippee has marks on his face that James does not.

The two boys talk to each other and ask each other questions. James tellshis father about Mistippee on the way home.

The boys both speak English well. Mistippees father taught him tospeak and write English.

James asks Mistippee questions about hunting. The boys then talk aboutthe kinds of foods their families eat.

Summary of Mistippee

James goes to a meeting with his father.

Once there, he meets a boy named

Mistippee. ___________________


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Ejemplos de preguntas en el examen

1. Cul es el mejor resumen de este artculo?

F Cerca de la ciudad de El Paso, Texas, hay un lugar donde una vezvivieron antiguos pobladores. Estos enormes cerros de rocas

se conocen como Hueco Tanks. Miden casi 450 pies de altura, es decir,

son tan altos como un edificio de 38 pisos.

G Hace muchos aos, grupos de indgenas norteamericanos pintaron enunas rocas cerca de El Paso, Texas. Muchos grupos de indgenas

hicieron este arte rupestre. Durante los aos 1800, muchos viajerosescribieron sus nombres en las rocas en su camino a California.

H Hace miles de aos, indgenas norteamericanos empezaron a pintar y adibujar en tres cerros rocosos cerca de El Paso, Texas. A este lugar,

conocido como Hueco Tanks, se le declar parque estatal histrico en

1970. En ese tiempo los encargados del parque establecieron

nuevas reglas para evitar que el arte rupestre sufriera ms daos.

J Hueco Tanks es un lugar de cerros rocosos donde indgenasnorteamericanos hicieron dibujos en las rocas. Los expertos hantrazado un mapa para determinar en dnde se encuentran las pinturas

rupestres. Los expertos usaron cmaras especiales para tomar

fotografas de los dibujos.


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2. Lee la primera parte del resumen de abajo. Luego contesta la pregunta.

Cul de las siguientes respuestas completa mejor el resumen de arriba?

Los nios llevan puestas camisas del mismo tipo, pero diferente clase

de pantalones. Mistipi tiene unas marcas pintadas en la cara, peroJames no.

Los dos nios platican y se hacen preguntas. De regreso a casa, James lecuenta a su pap acerca de Mistipi.

Los dos nios hablan bien el ingls. El pap de Mistipi le ense a hablar

y a escribir en ingls.

James le hace preguntas a Mistipi acerca de la cacera. Luego los nios

hablan acerca de los tipos de alimentos que comen sus familias.

Resumen de Mistipi

James va a una reunin con su pap. Allconoce a un nio llamado Mistipi.

_________________

summaries fiction and nonfiction texts

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